Analisis Jurnal 2

Active Learning Strategies in Face-to-Face Courses

Barbara J. Millis • The University of Texas at San Antonio

Abstract

As numerous research studies suggest, teachers who desire increased student learning should

adopt active learning. This article explores the research, defines active learning, discusses its

value, offers suggestions for implementing it, and provides six concrete examples of active learning

approaches: Thinking-Aloud Pair Problem-Solving; Three-Step Interview; Think-Pair-Share; Visible

Quiz; Value Line; and Send/Pass-a-Problem.

Lecturing, a time-tested and long-venerated teaching method,

remains the most frequent method of instruction in higher

education throughout the world (Svinicki & McKeachie, 2011;

Lambert, 2012, p. 25). It can prove masterful when offered by

inspiring teachers who are also gifted orators. But too often

students sit passively, disconnected from the lecture, as they

actively engage in “facebooking,” text messaging, or doing

homework for other classes. Lecturing persists, nonetheless,

because it provides a convenient and efficient way to deliver

content to large numbers of students, particularly in large

lecture halls.

Lecturing has advantages. It (1) enables the instructor to

supplement the textbook by providing cutting-edge material;

(2) gives the instructor presumed “control” in the classroom,

although ironically students may not actually be disrupting

the flow of material because they are passive or otherwise

distracted; (3) lets the instructor offer key information that all

students are (presumably) exposed to at the same time; and

(4) offers an opportunity for an inspiring teacher to stimulate

students.